When school language and culture enter the home: testing children as a ‘school-aligned’ parental activity
Abstract
Since Bronfenbrenner’s claims on the ecology of human development, an impressive amount of research has explored the ways in which children’s primary social worlds (i.e., family and school) connect and potentially create an osmotic ecological milieu. In the building of the so-called ‘family-school partnership’, homework plays a crucial role. Being a school activity carried out inside the home, it is a key site for implementing parental involvement and a crucial occasion where cultural models of ‘good parent’ and ‘good pupil’ are instantiated. This video-based, conversation analytic study shows a specific activity taking place while parents assist their children with homework: testing. The analysis shows that parents deploy a ‘school-like’ interactive conduct by reproducing the standards, morality, and linguistic practices of the school. In so doing, they comply with the contemporary model of ‘good parent as school partner’ and socialize their children into the culture of the school by turning them into ‘good pupils’.
Keywords
Full Text
PDF (English)Riferimenti bibliografici
Arcidiacono, F. & González-Martínez, E. (2018), “Interactions parents-enfants lors de la réalisation des devoirs à domicile”, in Enjeux pédagogiques, vol. 30, p. 29.
Auduc, J.-L., Duffez, V., Maréchal, E. & Marty, V. (2019), Les relations école-familles. Mettre en œuvre et faciliter les bonnes pratiques, Malakoff: Dunod.
Baker, C. & Keogh J. (1995), “Accounting for achievement in parent-teacher interviews”, in Human Studies, vol. 18, n. 2, pp. 263-300.
Bazzanella, C., Bosco, C., Garcea, A., Gili Fivela, B., Miecznikowski, J. & Tini Brunozzi F. (2007), “Italian allora, French alors: Functions, Convergences and Divergences”, in Catalan Journal of Linguistics, vol. 6, pp. 9-30.
Bolognesi, I. (2018), “Migrazioni e percorsi scolastici di adolescenti figli di genitori immigrati”, in S. Ulivieri (a cura di), Ragazze e Ragazzi stranieri a scuola. Intercultura, istruzione e progetto di vita in Europa e in Toscana, Pisa: ETS, pp. 193-204.
Ead. & Dalledonne Vandini, C. (2020), “Fare i compiti a casa. Uno studio etnografico di un’attività quotidiana svolta in famiglia”, in Rivista Italiana Di Educazione Familiare, vol. 16, pp. 157-177.
Ead. & Ead. (2021), “La correction des devoirs à la maison : une recherche ethnographique avec des mères et des enfants en Italie”, in La Revue Internationale De L’éducation Familiale, vol. 49, pp. 201-221.
Bove, C.M. (2020), Capirsi non è ovvio. Dialogo tra insegnanti e genitori in contesti educativi interculturali, Milano: FrancoAngeli.
Bronfenbrenner, U. (1979), The Ecology of Human Development. Experiments by Nature and Design, Cambridge, MA: Harvard University Press.
Caronia, L. (2022), “Reported Speech in Problem Telling: Doing Epistemic and Moral Work in Parent-Teacher Conferences”, in Journal of Applied Linguistics and Professional Practice, vol. 15, pp. 134-159.
Ead. & Colla, V. (2021), “Objects that matter: The hybrid and distributed agency in parent-assisted homework interactions”, in Dialogic Matters. Interrelating Dialogue, the Material, and Social Change. Special issue of Language & Dialogue, vol. 11, n. 1, pp. 8-34.
Ead., Ead. & Galatolo, R. (2021), “Making unquestionable worlds. Morality building practices in family dinner dialogues”, in L. Caronia (ed.), Language and Interaction at home and school, Amsterdam/Philadelphia/New York: John Benjamins, pp. 87-120.
Ead. & Dalledonne Vandini, C. (2019), “Assessing a (Gifted) Child in Parent-Teacher Conference: Participants’ Resources to Pursue (and Resist) a No-Problem Trajectory”, in Language & Dialogue, vol. 9, pp. 125-148.
Ead. & Galatolo, R. (2018), “Morality at dinnertime: the sense of the Other as a practical accomplishment in family interaction”, in Discourse & Society, vol. 29, pp. 43-62.
Ead. & Nasi, N. (2021), “Language, interaction, and culture at school”, in L. Caronia (ed.), Language and Interaction at home and at school, Amsterdam/Philadelphia/New York: John Benjamins, pp. 195-222.
Ciliberti, A. & Anderson, L. (a cura di) (1999), Le forme della comunicazione accademica. Ricerche linguistiche sulla didattica universitaria in ambito umanistico, Milano: FrancoAngeli.
Coleman, J.S. (1988), “Social Capital in the Creation of Human Capital”, in The American Journal of Sociology, vol. 94, pp. 95-120.
Colla, V. (2020), ““You should have done it earlier”: The morality of time management in parent-child homework interactions”, in Civitas Educationis, vol. 9, n. 2, pp. 103-120.
Ead. (2021a), “Pedagogia della vita quotidiana: Educazione al valore morale del tempo nelle conversazioni tra genitori e figli durante i compiti a casa”, in S. Polenghi, F. Cereda & P. Zini (a cura di), La Responsabilità della pedagogia nelle trasformazioni dei rapporti sociali. Storia, linee di ricerca e prospettive, Lecce: Pensa MultiMedia, pp. 188-196.
Ead. (2021b), “Pedagogia della vita quotidiana in famiglia: l’inattesa rilevanza educativa delle interazioni ordinarie tra genitori e figli”, in Studium Educationis, vol. XII, n. 2, pp. 103-112.
Ead. (2022a), Children’s Socialization, Involved Parenting, and the Construction of the Family-School Partnership in Everyday Family Interactions: A Study on Parent-Assisted Homework as a Morally Dense Educational Arena, tesi di dottorato, Università di Bologna, Bologna.
Ead. (2022b), “‘Don’t complain and do it properly’: ‘Pedagogicalized parents’ and the morality of doing homework”, in Rivista Italiana di Educazione Familiare, vol. 20, n. 1, pp. 211-228.
Ead. & Caronia, L. (2020), “Pratiche di (dis)alleanza: La rilevanza della sociomaterialità nelle interazioni tra genitori e figli durante i compiti a casa”, in G. Cappuccio, G. Compagno & S. Polenghi (a cura di), 30 anni dopo la Convenzione ONU sui diritti dell’infanzia. Quale pedagogia per i minori?, Lecce: Pensa MultiMedia, pp. 1439-1450.
Contini, M. (a cura di) (2012), Dis-alleanze nei Contesti Educativi, Roma: Carocci.
Cooper, H. (2007), The battle over homework (3rd edition), Thousand Oaks, CA: Corwin Press.
Id., Robinson, J.C. & Patall, E.A. (2006), “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003”, in Review of Education al Research, vol. 76, pp. 1-62.
Duranti, A., Ochs, E. & Schieffelin, B.B. (2012), The Handbook of Language Socialization, Oxford: Wiley-Blackwell.
Dusi, P. & Pati, L. (a cura di) (2014), Corresponsabilità educativa. Scuola e famiglia nella sfida multiculturale: una prospettiva europea, Brescia: La Scuola.
Epstein, J.L. (1995), “School/Family/Community Partnerships. Caring for the Children We Share”, in Phi Delta Kappan, vol. 76, n. 9, pp. 701-712.
Ead. (2001), School, Family, and Community Partnerships: Preparing Educators and Improving Schools, Boulder: Westview Press.
Ead. & Sanders, M.G. (2000), “Connecting Home, School, and Community”, in M.T. Hallinan (ed.), Handbook of Sociology of Education, New York, NY: Plenum, pp. 285-306.
Fasulo, A., Loyd, H. & Padiglione, V. (2007), “Children’s Socialization into Cleaning Practices: A Cross-Cultural Perspective”, in Discourse and Society, vol. 18, n. 1, pp. 11-33.
Favaro, G. (2014), “Stranieri e disuguali? Le scelte scolastiche degli adolescenti non italiani tra rappresentazioni, ostacoli e attese”, in Educazione interculturale, vol. 12, pp. 9-27.
Flunger, B., Trautwein, U., Nagengast, B., Ludtke, O., Niggli, A. & Schnyder, I. (2015), “The Janus-Faced Nature of Time Spent on Homework: Using tent Profile Analyses to Predict Academic Achievement over School Year”, in Learning and Instruction, vol. 39, pp. 97-106.
Formenti, L. (2000), Pedagogia della famiglia, Milano: Guerini.
Forsberg, L. (2007), “Homework as Serious Family Business: Power and Subjectivity in Negotiations about School Assignments in Swedish Families”, in British Journal of Sociology of Education, vol. 28, n. 2, pp. 209-222.
Foyle, H.C. & Bailey, G.D. (1988), “Research Homework Experiments in Social Studies: Implications for Teaching”, in Social Education, vol. 52, pp. 292-298.
Gardner, R. (2013), “Conversation analysis in the classroom”, in J. Sidnell & T. Stivers (eds.), The Handbook of Conversation Analysis, Oxford, U.K.: Wiley-Blackwell, pp. 593-611.
Gigli, A. (2016), Famiglie evolute. Capire e sostenere le funzioni educative delle famiglie plurali, Parma: Edizioni Junior.
Gill, B.P. & Schlossman, S.L. (1996), “A sin against childhood: Progressive education and the crusade to abolish homework, 1897-1941”, in American Journal of Education, vol. 105, pp. 27-66.
Id. & Id. (2000), “The lost cause of homework reform”, in American Journal of Education, vol. 109, pp. 27-62.
Id. & Id. (2003), “‘A Nation at Rest’: The American Way of Homework”, in Educational Evaluation and Policy Analysis, vol. 25, n. 3, pp. 319-337.
Goffman, E. (1978), “Response Cries”, in Language, vol. 54, pp. 787-815.
Id. (1981), “Footing”, in Id. (ed.), Forms of Talk, Oxford: Blackwell, pp. 124-159.
Goodwin, M.H. & Cekaite, A. (2018), Embodied Family Choreography. Practices of Control, Care and Mundane Creativity, New York: Routledge.
Heritage, J. (1984), Garfinkel and Ethnomethodology, Oxford: Blackwell Publishers.
Humbeeck, B., Lahaye, W., Balsamo A. & Pourtois, J.-P., (2006), “Les relations école-famille : de la confrontation à la coeducation”, in Revue des Sciences de l’Education, vol. 32, n. 3, pp. 649-664.
Izquierdo, C., Kremer-Sadlik, T., Fatigante, M., Arcidiacono, F., Gutiérrez, K. &
Pontecorvo, C. (2006), “Working Familes’ Engagement in Children’s Activities: Views from Italian and American Families”, in Working Paper No. 62.
Jefferson, G. (2004), “Glossary of Transcript Symbols with an Introduction”, in G. Lerner (ed.), Conversation Analysis: Studies from the First Generation, Amsterdam: John Benjamins, pp. 13-31.
Keith, T.Z., Diamond-Hallam, C. & Fine, J.G. (2004), “Longitudinal Effects of In-School and Out-of-School Homework on High School Grades”, in School Psychology Quarterly, vol. 19, n. 3, pp. 187-211.
Koshik, I. (2002), “Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences”, in Research on Language and Social Interaction, vol. 35, n. 3, pp. 277-309.
Kralovec, E. & Buell, J. (2000), The end of homework: How homework disrupts families, overburdens children, and limits learning, Boston: Beacon.
Kremer-Sadlik, T. & Fatigante, M. (2015), “Investing in children’s future: Cross-cultural perspectives and ideologies on parental involvement in education”, in Childhood, vol. 22, n. 1, pp. 67-84.
Lave, J. & Wenger, E. (1991), Situated learning: Legitimate peripheral participation, Cambridge: Cambridge University Press.
Lee, Y. (2007), “Third turn position in teacher talk: Contingency and the work of teaching”, in Journal of Pragmatics, vol. 39, pp. 180-206.
MacLure, M. & Walker, B.M. (2000), “Disenchanted Evenings: The Social Organization of Talk in Parent-teacher Consultations in UK Secondary Schools”, in British Journal of Sociology of Education, vol. 21, n. 1, pp. 5-25.
Margutti, P. (2010), “On Designedly Incomplete Utterances: What Counts as Learning for Teachers and Students in Primary Classroom Interaction”, in Research on Language and Social Interaction, vol. 43, n. 4, pp. 315-345.
Ead. & Drew, P. (2014), “Positive evaluation of student answers in classroom in- struction”, in Language and Education, vol. 28, n. 5, pp. 436-458.
Marsico, G., Komatsu, K. & Iannaccone A. (eds.) (2013), Crossing Boundaries. Intercontextual Dyamics between Family and School, Charlotte, NC: IAP.
McHoul, A. (1978), “The organization of turns at formal talk in the classroom”, in Language in Society, vol. 7, n. 1, pp. 83-213.
Mehan, H. (1979), Learning Lessons, Cambridge, MA: Harvard University Press.
Meirieu, P. (2002), I compiti a casa. Genitori, figli, insegnanti: a ciascuno il suo ruolo, Milano: Feltrinelli.
Milani, P. (2012), “Sconfinamenti e connessioni. Per una nuova geografia dei rapporti fra scuole e famiglie”, in Rivista Italiana di Educazione Familiare, vol. 1, pp. 25-37.
Mondada, L. (2016), “Multimodal Resources and the Organization of Social Interaction”, in A. Rocci & L. de Saussure (eds.), Verbal Communication, Berlin: De Gruyter, pp. 329-350.
Ochs, E. (1988), “Culture and Language Development: Language Acquisition and Language Socialization in a Samoan Village”, Cambridge: Cambridge University Press.
Ead. (2002), “Becoming a speaker of culture”, in C. Kramsch (ed.), Language Acquisition and Language Socialization: Ecological Perspectives, London: Continuum Press, pp. 99-120.
Ead. & Izquierdo, C. (2009), “Responsibility in Childhood: Three Developmental Trajectories”, in Ethos, vol. 37, n. 4, pp. 391-413.
Ead. & Kremer-Sadlik, T. (2007), “Introduction: Morality as a Family Practice”, in Discourse and Society, vol. 18, n. 1, pp. 5-10.
Ead., Pontecorvo, C. & Fasulo, A. (1996), “Socializing Taste”, in Ethnos, vol. 61, n. 1-2, pp. 7-46.
Ead. & Shohet, M. (2006), “The Cultural Structuring of Mealtime Socialization”, in New Directions for Child and Adolescent Development, n. 111, pp. 35-50.
Pillet-Shore, D. (2012), “The Problems with Praise in Parent-Teacher Interaction”, in Communication Monographs, vol. 79, n. 2, pp. 181-204.
Ead. (2015), “Being a ‘Good Parent’ in Parent-Teacher Conferences”, in Journal of Communication, vol. 65, n. 2, pp. 373-395.
Ead. (2016), “Criticizing another’s child: How Teachers Evaluate Students during Parent-Teacher Conferences”, in Language in Society, vol. 45, n. 1, pp. 33-58.
Pontecorvo, C., Liberati, V. & Monaco, C. (2013), “How School Enters Family Everyday Life”, in G. Marsico, K. Komatsu & A. Iannaccone (eds.), Crossing
Boundaries. Intercontextual Dyamics between Family and School, Charlotte, NC: IAP, pp. 3-34.
Popkewitz, T.S. (2003), “Governing the child and Pedagogicalization of the Parent. A Historical Excursus into the Present”, in M.N. Bloch, K. Holmlund, I. Moqvist & T.S. Popkewitz (eds.), Governing Children, Families, and Education, New York: Palgrave Macmillan, pp. 35-61.
Schegloff, E.A. (1982), “Discourse as an interactional achievement: some uses of ‘uh huh’ and other things that come between sentences”, in D. Tannen (ed.), Analyzing Discourse: Text and Talk, Washington, D.C.: Georgetown University Press, pp. 71-93.
Schieffelin, B.B. & Ochs, E. (1986), Language Socialization across Cultures, Cambridge: Cambridge University Press.
Schleppegrell, M.J. (2001), “Linguistic features of the language of schooling”, in Linguistics and Education, vol. 12, n. 4, pp. 431-459.
Sidnell, J. & Stivers, T. (eds.) (2013), The Handbook of Conversation Analysis, Malden, MA: Wiley Blackwell.
Sinclair, J.M. & Coulthard, R.M. (1975), Towards an analysis of discourse: the English used by teachers and pupils, London: Oxford University Press.
Thornberg, R. (2009), “The Moral Construction of the Good Pupil Embedded in School Rules”, in Education, Citizenship and Social Justice, vol. 4, n. 3, pp. 245-261.
Wingard, L. (2006), “Parents’ Inquiries about Homework: The First Mention”, in Text & Talk, vol. 26, pp. 573-596.
Wingard, L. & Forsberg, L. (2009), “Parent Involvement in Children’s Homework in American and Swedish Dual-earner Families”, in Journal of Pragmatics, vol. 41, pp. 1576-1595.
Refback
- Non ci sono refbacks, per ora.
Iscrizione al Registro Operatori della Comunicazione R.O.C. n. 10757